Reflection on Technology Committee Allocation Recommendations
October, 2010
At my new school site I became the default tech person. One of the jobs the principal wanted me to help her with was determining the best allocation of the existing technology. Some computers had one computer, others had 3. Some had ancient inkjet printers, others had new laserjets. As the new guy on the block, it was actually easier for me to be objective about allocation.
One of the ideas I wanted to implement was to give the technology to the teachers who will actually use it. In my mind, if everyone has the same number of computers that is not nece
ssarily the best distribution. Some teachers have never used the computers and have no intention of starting to. Others use them, and would use them more if they had more available.
But every teacher needed one newer computer that connected to the Internet for taking roll, entering grades, etc. Most of the teachers received new laptops this year. They also needed a working printer. We started with that basic allocation and then I surveyed the teachers on their past use and expected future use of computers. We used this information to determine allocation.
At the end, I don’t know if everyone was happy, but everyone could live with it, They understood and accepted our rationale. I should also add that my school has a computer lab so at least once week, all students are using computer technology for learning. This allowed us to meet the district’s guidelines for computer to student ratio; 7:1 (Los Angeles Unified School District, 2009, p.79).
Self Assessment
I learned how to make some of the hard choices that administrators and other leaders must make from time to time. One of the things that was driving my approach to this was how in the past, I had seen the most senior teachers get all the technology perks. I then watched it gather dust in the corner until it ended up in a closet or in salvage.
Learn as a Learner
Again, my approach was to be pragmatic and realize that equity does not always mean exactly equal. I think we did a good job given the constraints we had. In a perfect world everyone would have all the computers that they wanted. It was my interactions with the committee and the teachers that led to the final decisions.
Lifelong Learning Skills
I learned that you need to plan for the future. Now that we have the allocation we do, it will inform the technology decisions going forward. I will use what I have learned working with my colleagues in this activity as a technology facilitator in the future. I believe the whole idea of equity in general, and in technology specifically is very important. I want to continue to make the best possible use of the limited resources available. My goal is for teachers to have and use technology to differentiate instruction (Duffield, J., & Wahl, L., 2005).
Implementation of the ISTE Indicators
TF-VI.E.1: “Recommend policies and implement school/classroom strategies for achieving equitable access to technology resources for all students and teachers” (Williamson, & Redish, 2009, p. 235). I made recommendations to the committee for equitable allocation of technology.
TF-VII.B1: “Identify instructional software to support and enhance the school curriculum and develop recommendations for purchase I made recommendations for software upgrades to MacBook laptops and printer purchases.
TF-VII.B.2: “Discuss and apply guidelines for budget planning and management procedures related to educational computing and technology facilities and resources” (Williamson, & Redish, 2009, p. 237). I worked with the principal and the tech committee for this activity. We followed all school and district policies and procedures.
References:
Duffield, J., & Wahl, L., (2009). Using flexible technology to meet the needs of diverse learners: What teachers can do. Retrieved from http://www.wested.org/cs/we/view/rs/763
Williamson, J., & Redish, T. (20090). ISTE"s technology facilitation and leadership standards: What every K-12 leader should know and be able to do.// Eugene, OR: International Society for Technology in Education
Activity #7
Reflection on Technology Committee Allocation Recommendations
October, 2010
At my new school site I became the default tech person. One of the jobs the principal wanted me to help her with was determining the best allocation of the existing technology. Some computers had one computer, others had 3. Some had ancient inkjet printers, others had new laserjets. As the new guy on the block, it was actually easier for me to be objective about allocation.
One of the ideas I wanted to implement was to give the technology to the teachers who will actually use it. In my mind, if everyone has the same number of computers that is not nece
ssarily the best distribution. Some teachers have never used the computers and have no intention of starting to. Others use them, and would use them more if they had more available.
But every teacher needed one newer computer that connected to the Internet for taking roll, entering grades, etc. Most of the teachers received new laptops this year. They also needed a working printer. We started with that basic allocation and then I surveyed the teachers on their past use and expected future use of computers. We used this information to determine allocation.
At the end, I don’t know if everyone was happy, but everyone could live with it, They understood and accepted our rationale. I should also add that my school has a computer lab so at least once week, all students are using computer technology for learning. This allowed us to meet the district’s guidelines for computer to student ratio; 7:1 (Los Angeles Unified School District, 2009, p.79).
Self Assessment
I learned how to make some of the hard choices that administrators and other leaders must make from time to time. One of the things that was driving my approach to this was how in the past, I had seen the most senior teachers get all the technology perks. I then watched it gather dust in the corner until it ended up in a closet or in salvage.
Learn as a Learner
Again, my approach was to be pragmatic and realize that equity does not always mean exactly equal. I think we did a good job given the constraints we had. In a perfect world everyone would have all the computers that they wanted. It was my interactions with the committee and the teachers that led to the final decisions.
Lifelong Learning Skills
I learned that you need to plan for the future. Now that we have the allocation we do, it will inform the technology decisions going forward. I will use what I have learned working with my colleagues in this activity as a technology facilitator in the future. I believe the whole idea of equity in general, and in technology specifically is very important. I want to continue to make the best possible use of the limited resources available. My goal is for teachers to have and use technology to differentiate instruction (Duffield, J., & Wahl, L., 2005).
Implementation of the ISTE Indicators
TF-VI.E.1: “Recommend policies and implement school/classroom strategies for achieving equitable access to technology resources for all students and teachers” (Williamson, & Redish, 2009, p. 235). I made recommendations to the committee for equitable allocation of technology.
TF-VII.B1: “Identify instructional software to support and enhance the school curriculum and develop recommendations for purchase I made recommendations for software upgrades to MacBook laptops and printer purchases.
TF-VII.B.2: “Discuss and apply guidelines for budget planning and management procedures related to educational computing and technology facilities and resources” (Williamson, & Redish, 2009, p. 237). I worked with the principal and the tech committee for this activity. We followed all school and district policies and procedures.
References:
Duffield, J., & Wahl, L., (2009). Using flexible technology to meet the needs of diverse learners: What teachers can do. Retrieved from http://www.wested.org/cs/we/view/rs/763
Los Angeles Unified School District. (2009). LAUSD – Education technology –plan 2009-2012. Retrieved from http://www.scribd.com/doc/15071983/LAUSD-District-Documents-Education-Technology-Plan-20092012-
Williamson, J., & Redish, T. (20090). ISTE"s technology facilitation and leadership standards: What every K-12 leader should know and be able to do.// Eugene, OR: International Society for Technology in Education